Evaluating Student Progress

Are you looking for a guaranteed question - one that pops up in almost every single interview?  Here's one that I can assure you will be asked no matter what subject you plan to teach or what grade you would like to work with.  This is a question you always want to be ready for.

     How do you know if students have learned what you taught them?

     A:   Evaluation is an integral part of the learning process.  As such, it must be sensitive to the needs, attitudes, and abilities of individual students as well as the class as a whole.  I must be careful that I do not over-rely on one form of evaluation just because it is easy or convenient for me to use.  Rather, I need to utilize a multi-faceted evaluation program if I am to determine whether students are mastering the objectives for each lesson. To that end I need to use formative evaluation measures in order to assess student progress with the material being presented, as diagnostic instruments to determine student strengths and weaknesses, and to provide student and teacher feedback.  I also need to utilize summative evaluation measures at the conclusion of a unit of study in order to asses the extent of pupil’s achievement, to provide a basis for the calculation of course grades, and provide data from which parent reports and school transcripts can be prepared.

I like this question for several reasons…and so do a large number of principals.  Your response demonstrates the extent of your knowledge about assessment and evaluation, your plan for putting that knowledge into practice, your understanding of the connection between lesson objectives and student performance, and your comprehension of both product and process evaluation.  It’s a tall order, but one you need to master.

When Your Cooperating Teacher Wasn't Happy....

Curve balls!  If you've ever watched a professional baseball game on TV, you have undoubtedly heard the announcer talk about a pitcher's various pitches.  The curve ball, as you might imagine from it's name, is one of the trickiest pitches for a batter to hit.  Well, guess what, there are some "curve ball questions" that sometimes pop up in teacher interviews.  Here's one that could having you swinging wildly if you're not ready for it:

Tell me about a time when your co-operating teacher wasn’t happy with your teaching.

A:   During my first week of student teaching I was very nervous and I jumped right into my math lessons without taking the time to do an anticipatory set.  The students had puzzled looks on their faces and I couldn’t figure out why until my co-operating teacher pointed out that I’d left out one of the most important parts of any lesson.  I realized how important it was to follow the standard lesson protocol and take the time to properly introduce every lesson. Since that first week Mr. Jesson has been very pleased with my performance.

This is not the time to blame others or to make lame excuses.  Take full responsibility for your actions and show how you were willing to make any necessary changes as a result of the incident.  It is not necessary to go into a great deal of detail here; instead point out a minor conflict and quickly explain how you used it to become a better teacher.

What Are Your Goals?

Looking for a question you can count on getting in almost every interview?  Here it is.  Be ready for it.

      What are your goals in education?  Where do you see yourself five years from now?  How does this position fit into your career plans?

A:  First, I want to be the best teacher possible.  To do that, I’ve set three primary goals for myself.  I’d like a position that challenges me; one where I can continue to grow and develop as a teacher.  Second, I’d like to be a positive influence in the lives of children at both the cognitive and affective level.  Third, I’d like to include the community in the total education of children.  Based on what I have learned so far, I believe Running Brook Intermediate School offers me the best opportunity to accomplish those goals.  I would hope to be here for many years – growing, learning, and contributing right alongside my students.

The interviewer wants some assurance that you plan to stay in the school/district for an extended period of time.  This is also a great opportunity to answer the always unasked question ("How will you make my job easier?) because your permanence in the school/district will relieve the principal of one more responsibility – having to hire another teacher.  In short, the principal wants to know if you plan to stay in the position over the long haul and if you’ve given thought to the future beyond your first year of teaching.

What Kind of Principal Would You Like to Work For?

Every once in a while, you get a question seemingly out of the blue.  Here's an example of one of those questions.  Suffice it to say, its not one you would expect.  But, it's an example of those types of questions you need to be ready for.

     What kind of principal would you like to work for?

     A:   From my own observations and conversations with teachers I think that a good relationship with a building principal needs to be based on trust and communication.  I can certainly help in that regard by always keeping my principal informed.  I know that the last thing any administrators needs or wants is a surprise.  If I was inviting a guest speaker into my classroom, setting up a terrarium with a collection of snakes, or assigning a controversial book for my students to read, I would want to inform my principal.  I’ve learned that keeping the principal in the loop, information-wise, is always a good idea.  If I have a problem student or anticipate the storming of the office by an irate parent, I should let my principal know early on.  A well-informed principal can assist me in working through a problem, particularly if she or he has information early in the process.  That information sharing, I believe, is critical in establishing both trust and open lines of communication between me and my principal.

 

Administrators want to hire people who will not create problems, but will make the principal’s job a little easier.  You will note that a good response to this query is pro-active rather than reactive.  Rather than describe the principal (which may or may not match the person interviewing you), explain what you will do to enhance a positive teacher/principal relationship.  You’ll get more points that way.

WE'RE BACK! and What Are the Challenges of Inclusion?

We're back from our short hiatus.  And, this time, we're going to pose a question that pops up quite frequently in teacher interviews.  You really need to be well-versed in this topic as it will, not only determine whether you get the job of your dreams, it will also determine how successful you are in that job.

     What are some of the challenges of inclusion?

     A:   Based on my experiences in student teaching as well as those I’ve had during my Field Experience requirements, I believe there are four primary challenges teachers need to be aware of.  These would include 1) The danger of a two-system situation; that is, a clear and distinct separation between general and special education.  2) Another challenge for me is to make sure that there is complete accountability and a process in place to collect data objectively.  3) One of the biggest challenges would be to ensure that my expectations for special education students are not artificially low or, even worse, non-existent.  And, finally 4) I need to ensure, and convey, a philosophy that my general education classroom would be not be disrupted if and when special education students are included.  I know these are not easy challenges to deal with; but, deal with them I must if each and every one of my students is to achieve a measure of academic success.

 

If the answer above sounds detailed and specific – that is intentional.  If I was a betting person, I could almost guarantee you that you’ll get a question (or two) regarding inclusion – especially if you are an elementary teacher.  Take the time and make the effort to know everything you can about inclusion.  Otherwise, your job search may be longer than you planned.